Gershkoff-Stowe Lisa, Smith Linda B
Department of Speech and Hearing Sciences, Indiana University, Bloomington 47405, USA.
Child Dev. 2004 Jul-Aug;75(4):1098-114. doi: 10.1111/j.1467-8624.2004.00728.x.
This paper reports evidence from a longitudinal study in which children's attention to shape in a laboratory task of artificial noun learning was correlated with a rate shift in noun acquisitions. Eight children were tested in the laboratory at 3-week intervals beginning when they had less than 25 nouns in their productive vocabulary (M age=17 months). Children were presented with a novel word generalization task at each session. Additionally, the study examined the kinds of words the children learned early, based on parent reports, and the statistical regularities inherent in those vocabularies. The results indicate that as children learned nouns, they also learned to attend to shape in the novel word task. At the same time, children showed an acceleration in new noun production outside of the laboratory.
本文报告了一项纵向研究的证据，该研究中儿童在人工名词学习的实验室任务中对形状的关注与名词习得的速率变化相关。八名儿童从其产出性词汇量少于25个名词时（平均年龄 = 17个月）开始，每隔3周在实验室接受测试。每次测试时，儿童都会面临一项新的单词泛化任务。此外，该研究根据家长报告考察了儿童早期学习的单词种类，以及这些词汇中固有的统计规律。结果表明，随着儿童学习名词，他们在新单词任务中也学会了关注形状。与此同时，儿童在实验室之外新名词产出的速度加快。
